Building Bridges Through Performance and Decision-making: Schools, Research and Public Engagement (Artículo, 2012) [University of Maryland, College Park]
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Building Bridges Through Performance and Decision-making: Schools, Research and Public Engagement
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Building Bridges Through Performance and Decision-making: Schools, Research and Public Engagement

Autor: Nicky Gregson Afiliación: Department of Geography, University of Sheffield, Sheffield, UK; Helen Watkins Afiliación: Formerly Department of Geography, University of Sheffield, now Glasgow Museums Resource Centre, South Nitshill, Glasgow, UK; Lindsey Broughton Afiliación: High Storrs School, Sheffield, UK; Julie Mackenzie Afiliación: High Storrs School, Sheffield, UK; Juanita Shepherd Afiliación: Geographical Association (Sheffield and District Branch), Sheffield, UK
Edición/Formato: Artículo Artículo : English
Fuente:Antipode, v44 n2 (March 2012): 343-364
  Revisado colegiadamente
Otras bases de datos: WorldCatAcademic Search CompleteWorldCat
Resumen:
Abstract:  This paper uses the impact agenda in the UK to realign debate about the relationship between schools, universities and (human) geography. It positions this debate in systemic tendencies within UK higher education. It argues that, whilst impact can be seen as a further instance of neoliberalism, emphasising the gap between accountability and accounting allows an identification with communicative and reflexive knowledge and, more broadly, critical praxis. The paper draws on a year-long research-based collaboration with school teachers and their students involving performance work and the development of decision-making curriculum materials. It argues that working in these ways with schools can provide the basis for public engagement partnerships between schools and universities and a means to constitute diverse research publics. In these ways, it is argued, a wider sense of impact can be reappropriated, to reclaim the critical subject and to constitute academic value  Leer más
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Detalles

Tipo de documento Artículo
Todos autores / colaboradores: Nicky Gregson Afiliación: Department of Geography, University of Sheffield, Sheffield, UK; Helen Watkins Afiliación: Formerly Department of Geography, University of Sheffield, now Glasgow Museums Resource Centre, South Nitshill, Glasgow, UK; Lindsey Broughton Afiliación: High Storrs School, Sheffield, UK; Julie Mackenzie Afiliación: High Storrs School, Sheffield, UK; Juanita Shepherd Afiliación: Geographical Association (Sheffield and District Branch), Sheffield, UK
ISSN:0066-4812
DOI: 10.1111/j.1467-8330.2010.00839.x
Nota del idioma: English
Identificador único: 5154724820
Notas: Number of Figures: 5
Number of Tables: 1
Number of References: 65
Premios:

Resumen:

Abstract:  This paper uses the impact agenda in the UK to realign debate about the relationship between schools, universities and (human) geography. It positions this debate in systemic tendencies within UK higher education. It argues that, whilst impact can be seen as a further instance of neoliberalism, emphasising the gap between accountability and accounting allows an identification with communicative and reflexive knowledge and, more broadly, critical praxis. The paper draws on a year-long research-based collaboration with school teachers and their students involving performance work and the development of decision-making curriculum materials. It argues that working in these ways with schools can provide the basis for public engagement partnerships between schools and universities and a means to constitute diverse research publics. In these ways, it is argued, a wider sense of impact can be reappropriated, to reclaim the critical subject and to constitute academic value
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